Emerging Trends in Autism and Early Intervention: Effective Strategies for Positive Outcomes

Insights from the 2025 International Conference on Autism, Intellectual Disability & Developmental Disabilities (CEC), Clearwater Beach, Florida

A talk by Dr. Kari Stubbs, Senior Vice President, Stages Learning, and Anne May, Early Childhood Autism Educator, Warren Consolidated Schools, Michigan

Meeting the Growing Need for Autism Support

The number of students identified with autism has increased dramatically in recent years, creating an urgent call for scalable, evidence-based interventions. Like other preschool programs around the country, in Michigan’s Warren Consolidated Schools, the number of autism-focused classrooms grew from just four in 2021 to 32 by 2024.

As educator Anne May shared, “In just four years, our district’s autism program has grown nearly tenfold. Without structured interventions, we can’t keep up with the needs of these students.”

This exponential growth highlights a national challenge: how to meet rising needs while maintaining quality and consistency in early intervention programs.

The Power of Structure: Introducing ARIS

A central theme of the session was the Academic Readiness Intervention System (ARIS)—a multi-tiered framework designed to build foundational cognitive, behavioral, and communication skills in young learners with autism.

Before implementing ARIS, Anne May’s classroom used a patchwork of materials and strategies, making it difficult to track or replicate progress. “Before we had ARIS, I had no baseline for comparison,” she said. “Now, I can see exactly where students are growing—and where they still need support.”

With ARIS, educators follow a consistent structure, ensuring that each child receives targeted interventions and measurable outcomes.

Data-Driven Progress: ARIS in Action

ARIS isn’t just about curriculum—it’s about data-driven decision-making. Through weekly and monthly data tracking, educators identify trends, adjust teaching strategies, and monitor progress in real time.

Key areas of improvement include:

• Joint attention: Eye contact and gesture following
• Functional communication: Expressing needs and making requests
• Social interaction: Engaging with peers and following routines

May reflected, “We started tracking student progress weekly, and by the end of the year, we had measurable proof that our interventions were working.”

From Frustration to Communication

One of the most inspiring outcomes from ARIS classrooms is the transformation in functional communication. Students who once relied on tantrums or avoidance to express frustration are learning to communicate effectively.

In one powerful case, a child who refused to speak began communicating through a PVC pipe—a creative solution that aligned with his sensory preferences. “With ARIS, we weren’t just reacting to behaviors; we were proactively building communication skills,” May explained.

Sustaining Success Beyond the Classroom

While early intervention through ARIS yields significant gains, maintaining those successes requires continued structure and support beyond specialized classrooms.

May emphasized that some students regress after transitioning to general education settings that lack similar frameworks. “Without the right supports in their next environment, some students reverted to struggling with behaviors and communication,” she said.

This underscores the importance of continuity of intervention—embedding structured curricula across grade levels and settings to sustain progress.

Scaling ARIS for Greater Impact

Given the measurable success of ARIS, expansion efforts are already underway. Schools are securing funding for additional kits and professional development to bring structured, evidence-based intervention to more classrooms nationwide.

“The difference a structured curriculum makes is undeniable,” said May. “Now, we’re working to bring ARIS to more classrooms, ensuring more students get the early intervention they need.”

A Call to Action

As autism diagnoses continue to rise, educators and districts must act decisively to ensure equitable access to high-quality interventions.

Key recommendations:

• Adopt structured, data-driven curricula like ARIS for consistent implementation.
• Invest in ongoing educator training to build expertise in behavior and communication supports.
• Commit to long-term intervention planning that bridges early childhood and general education.

Dr. Kari Stubbs concluded, “When we pair structured learning with compassionate, evidence-based teaching, we don’t just support our students—we empower them to thrive.”